Examining the effects of flipped classroom on EFL university students’ learning strategies
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This study investigates the impact of flipped classrooms on the learning strategies of EFL Korean university students, focusing on cognitive, metacognitive, and resource management strategies. Using mixed methods, fifty-three engineering students at a Korean university participated in the flipped English classes for a semester. They completed the Motivated Strategies for Learning Questionnaire (MSLQ) both before and after the classes. A paired-sample t-test assessed significant variations in responses, and 15 participants engaged in semi-structured interviews. The results showed a significant improvement in elaboration, critical thinking, and time and study environment management strategies. Additionally, qualitative evidence suggested a gradual enhancement in their overall learning strategies, particularly in peer learning, during the experiment. The study concludes with suggestions for future research.
Abstract
This study investigates the impact of flipped classrooms on the learning strategies of EFL Korean university students, focusing on cognitive, metacognitive, and resource management strategies. Using mixed methods, fifty-three engineering students at a Korean university participated in the flipped English classes for a semester. They completed the Motivated Strategies for Learning Questionnaire (MSLQ) both before and after the classes. A paired-sample t-test assessed significant variations in responses, and 15 participants engaged in semi-structured interviews. The results showed a significant improvement in elaboration, critical thinking, and time and study environment management strategies. Additionally, qualitative evidence suggested a gradual enhancement in their overall learning strategies, particularly in peer learning, during the experiment. The study concludes with suggestions for future research.
참고문헌 (33)
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